TEACHING PORTFOLIO AND THE INITIAL EDUCATION OF THE UNIVERSITY TEACHERS. A QUALITATIVE STUDY IN THE UNIVERSITY OF BARCELONA

In this paper we aim to help to enrich the existing pedagogical literature on the use of the portfolio as a strategy to aid the learning and assessment in the initial education of the university teachers. The main aim of this study is to analyse the potential of the portfolio as a strategy to reflect on, analyse and improve university teaching practice. For this reason we have used a qualitative research approach: concretely, a multiple case study. The research sample consisted of ten junior lecturers of the University of Barcelona and the data was obtained from in-depth interviews and document analysis. We would highlight from among our key findings the value or potential of the teaching portfolio as a strategy for lecturers training and professional development; its use as a valuable tool to bring about a new standard of professional lecturing aimed at reflexive practice; and lastly, the verification that creating a lecturing portfolio contributes to the acquisition and development of the university teachers professional knowledge.